BATS

Oliver took it upon himself to teach Hazel how to read today.  He asked me how he had learned, and I told him that we had started with simple letter combinations, like AT, and then built on them, by adding “B” for bat, and “C” for cat, etc.

So, Oliver walked over to his chalkboard and wrote “AT” on it.  His conversation with Hazel proceeded like this:

Oliver:  Hazel, A-T says at.

Hazel:  At.

Oliver:  Good!  Now you can read at!!

(Oliver writes a B in front of at.)

Oliver:  Hazel, what sound does B make?

Hazel:  Buh.

Oliver:  That is correct.  [Note:  He really said that!]  Now, if you put ‘buh’ with ‘at’, what does it say?

Hazel:  Buh-at.

Oliver:  That is incorrect.  It says bat.

Hazel: Bat.

Oliver:  Good!  You can read bat now.

(Oliver writes an S after bat.)

Oliver:  Hazel, what sound does S say?

Hazel:  Ssss.

Oliver:  Right.  Now, if you add S to bat, it says bats.

Hazel:  Bats.

Oliver:  Correct!  You can read bats now.

(Oliver writes a QU after BATS.)

Oliver:  Hazel, what does QU say?

Hazel:  I don’t know.  (walks away.  Oliver grabs her arm and drags her back.)

Oliver:  QU says “kwuh”.

Hazel:  Kwuh.

Oliver:  Good!  Now, what does it say at the end of bats?

Hazel:  Kwuh.

Oliver:  Batsqu.

Oliver then writes a – and underneath it writes the word LINE.  The chalkboard now looks like this:

BATSQU-
LINE

Oliver:  Hazel, L-I-N-E says line.

Hazel:  Line.

Oliver:  Now it says batsquline.

Hazel:  Batsquline.

Oliver (looking at me):  Mommy, Hazel can read now.  I just taught her.

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